Our Brains Are a Bit Rubbish
Wiliam (2016), stated that “learning requires forgetting”. We work on the assumption that everyone forgets and needs to recover learned material, and ideally, they should be tested on it too. We enact these principles in our training sessions and provide guidance on how best to conduct checks for learning or testing using digital technology.
Don't worry brain, we've got you covered!
Cognitive Load
In 2017, Dylan Wiliam (again) tweeted stating, “Sweller’s Cognitive Load Theory is the single most important theory for teachers to know.” Naturally, the educational world ignited in discussion. This propelled an argument around the perceived value or even necessity of cognitive load theory being considered when planning instructional approaches and associated resources.
Although there are counter-arguments – see Claxton (2023) for example – it is arguably wise to have a working knowledge of this theory so that teachers can take an informed position. In this 2019 blog post, Daniel Muijs, Ofsted’s Head of Research at the time, outlines how Ofsted used cognitive load theory to inform the Education Inspection Framework. Therefore, it would seem wise to have a working knowledge of the theory.
Our trainers will provide a working knowledge of cognitive load and illustrate how some of the key principles can be utilised to inform lesson planning. These will include how to avoid the ‘transient information effect’ or the ‘split-attention effect’ and will also suggest how the whiteboard can be used effectively to reduce cognitive load.
Cognitive Science
Cognitive science is an interdisciplinary field incorporating research from the fields of psychology, neuroscience, linguistics, philosophy, computer science and anthropology (Willingham, 2008). In recent years it has gained increasing traction in education and its influence has grown. Many argue that familiarity with the research in this area is essential to support an ‘evidence-informed’ approach to teaching and most importantly, to propel learners’ progress and attainment.
Human Cognitive Architecture
Human Cognitive Architecture refers to the way in which the brain processes information, utilising cognitive structures such as working memory and long-term memory. When information is stored and organised effectively in long-term memory, it is considered that this permits effortless retrieval. Also relevant is that there are currently no known limits to long-term memory.
The diagram above is a simple representation of the way a brain processes and stores information. Although brains are actually much more complex than this, it is a helpful representation of the process. Consideration of this architecture and the limitations of human cognition is likely to help teachers to plan and deliver more effectively.
Many cognitive psychologists argue that an understanding of human cognitive architecture is essential if teaching is to be effective. Sweller (2017) even titled a keynote presentation “Cognitive Load Theory: Without an Understanding of Human Cognitive Architecture, Instruction is Blind”. We (TCB) still believe that good teachers have good instincts but we would advocate a working knowledge of human cognitive architecture for all teachers.
It is often stated that one of the primary considerations when planning lessons/instruction is the limited capacity of working memory. We will develop this knowledge of human cognitive architecture and illustrate how planning can mitigate the limitations of working memory.
Many cognitive psychologists assert that the primary objective of pedagogy/instruction is the successful assimilation of new information into long-term memory. Kirschner, Sweller and Clark (2006) go as for as to state that, “If nothing has changed in long-term memory, nothing has been learned.”
Metacognition
VVV
Accountability
For many, accountability refers to the idea that all learners in a group should be actively participating in the learning process; that learners are responsible for this particpation and that it can be beneficial to promote a culture where learners are aware that they may be called upon learners to contribute in sessions, in order to reveal their thoughts, perspectives and understanding.
It’s easy for learners to drift or become distracted during lessons. And, if they are not engaged, it is likely that they are not making progress. So how can teachers better ensure that learners are engaged and how can they ascertain whether learners are actively processing the subject matter?
Our approach is to promote ‘soft accountability’ through active learning strategies and social bonds. We would argue that these approaches can promote clear expectations around individual and group accountability without the need for a draconian regime.
Mayer's Cognitive Theory of Multimedia Learning
Binary Wars!
Isn’t it so often the case these days? Two groups with opposing views, ossifying in factions, refusing to acknowledge any merit in the other side’s perspectives or ideas. Creating caricatures to reinforce the idea of deficits in the others’ ideology; to secure primacy in their own approach.
Mr. Punch, surely that’s not the way to do it…
Wouldn’t it make more sense to rise above the fractious discourse currently taking place in education and examine the relative merits of both evidence-informed and progressive approaches to really determine ‘what works’?
We believe in a hybrid model where valuable aspects of each approach can be beneficially combined. Take, for example, the field of medicine where allopathic and complementary are now being partnered for greater efficacy. This pragmatic approach might just work for education too ;)
We believe in an alternative approach; a better way forward. Rather than remaining mired in a counterproductive and fractious discourse, surely it would be more beneficial to explore a blended, hybrid approach for the future of pedagogy.